Personality Traits, Demographic Factors and Knowledge-sharing Practices of Academics in University of Ilorin, Nigeria

1. Introduction

Universities are institutions of learning and research where academic and professional degrees in diverse areas of knowledge are awarded. They are a knowledge powerhouse and play a pivotal role in the sustainable socio-economic development of countries and repository to curated and organised knowledge. They are also organisations where knowledge is used to gain and sustain competitive advantages, and support innovations, social interactions, cultural transformations and training programmes (Akosile & Olatokun, 2020; Chikono, 2018; Dei & van der Walt, 2020; Shaukat, Ahmad, Naveed, & Rehman, 2023). It is a common practice within the university community to create (research), disseminate (publications), implement, and transfer knowledge through collaboration with other organisations.

The University of Ilorin, north-central Nigeria is a federal institution established by a decree of the Federal Military Government in 1975, in order to provide more opportunities for Nigerians who aspire to have university education and to contribute to the rapidly expanding economy. Over the years, the university has proved to be a centre of academic excellence; it was recently ranked 8^th university in Nigeria, 42^nd in Africa, 2432^nd in the world in the 2023 rating. It scored 50% across 27 research topics. All these feats were made possible by the caliber and resourcefulness of the academics in the university.

Academics are university knowledge workers responsible for the tripartite mission of teaching (transmission of knowledge), research (knowledge advancement) and community service (knowledge translation) (Anyaogu & Mabawonku, 2014). They play significant roles in the process of knowledge creation and sharing; they also exchange experiences and insights to generate new insights (Al-Kurdi, El-Haddadeh, & Eldabi, 2020; Tan, 2016; Veer-Ramjeawon & Rowley, 2020). However, their failure to promote knowledge-sharing practices with and among fellow academics within and outside their environment could create knowledge gaps, which could be an impediment to the university in attaining its desired goals and mission.

Knowledge is the most strategic resource, and it is perceived to be of great benefit in universities for the attainment of goals. It is required as a survival kit for any organisation to thrive in this age of technology (Brouwer & Jansen, 2019; Janus, 2016; Muafi, 2020). Universities are renowned for knowledge sharing to attain academic excellence and gain global recognition (Mutahar, Farea, Abdulrab, Yasen, Abdulmhen, & Grada, 2022). Knowledge sharing is the most important aspect of the knowledge management (KM) process, which comprises capturing, distributing, and using knowledge effectively (Wiggins, 2021). It is the act of disseminating intellectual capital among academics within a university; it is the conduit through which ideas, skills, and information travel from one location to another (Oyenuga, Adebiyi, Mustapha, & Abimbola, 2019; Thomas & Gupta, 2022). Knowledge sharing fosters social ties among academics and has the dynamic capacity that shapes the competitiveness of a university locally and globally (Mutahar et al., 2022).

Moreover, knowledge sharing is a behavioural characteristic that could be determined by the personality of an academic. The practice is an important component of the university system and is a critical activity for academics. It is directed at enhancing internal flow and use of expertise for organisational efficiency (Tahleho, 2016). It guarantees understanding and helps to develop the potential of academics to the fullest (Osman, Kamal, Ali, Noor, Wahianuar, & Othman, 2015).

In this study, knowledge-sharing practice is conceived of as the extent to which an academic engages in acts that could help equip fellow academics with the required knowledge to do their jobs (Manamela, 2018). The adoption of knowledge-sharing practices among academics could significantly improve academic activities, promote teaching, learning and research processes, and enhance institutional ratings, competitive advantage and organisational performance (Ayodele, Yao, Hasnah, & Sui, 2016). Many studies have postulated that the big five personality factors could predict why some people share knowledge while others do not (Farrukh, Sajid, Zreen, & Khalid, 2020; Iqbal, Ishaq, & Habibah, 2020; Lotfi, Muktar, Ologbo, & Chiemeke, 2016).

Personality is an important factor influencing an individual’s knowledge-sharing behaviour (Shaukat et al., 2023). Personality can be defined as typical mindset, feelings and behaviours that influence the way academics interact with their immediate physical and social environments (Suryadi, Muis, Taba, & Hakim, 2022). Personality trait is a mixture of the inner and external components compelling an academic to act in a certain manner, such as sharing knowledge (Keshavarz, 2022). It is the pattern of thoughts, feelings, behaviours and unique features of an individual (Tus, 2019). According to Anwar (2017), personality trait is a unique and distinctive pattern of ideas that represent a person’s emotions, behaviour, practices and attitudes as well as physical characteristics that are not the same but differ from group to group. Personality traits influence everything, from relationships to the way academics live, behave and share knowledge.

The five-factor model, which delineates the broad traits of extraversion, agreeableness, openness to experience, neuroticism and conscientiousness, is important in studies that reported the effect of personality traits on knowledge-sharing practices (Keshavarz, 2022; Xiaoyan, Liren, & Yasir, 2019). Many studies have examined the effects of personality traits on knowledge sharing among different professionals in different contexts. They reported that there was significant relationship between personality traits and knowledge-sharing practice (Chrapek, 2021). Extraversion, openness to experience, agreeableness, emotional intelligence and religiosity were positively associated with knowledge-sharing practice (Farrukh et al., 2020). Personality factors significantly influenced attitude towards knowledge sharing (Wu & Lin, 2017). Conscientiousness had a positive impact on tacit knowledge-sharing behaviour and influenced the eagerness to share knowledge (Obrenovic, Du, Godinic, & Troy, 2021). Therefore, personality trait as a predictor of workplace behaviour would, to a great extent, affect the knowledge-sharing practice of academics in the University of Ilorin, Nigeria. This could positively or negatively impact on the knowledge-sharing practice in universities.

Another variable of interest in this study is demographic factors. These are the qualities used in gathering, accessing and describing a person’s unique features (Adkins, Anderson, Goodman, Twentyman, Danielson, Kimball, & Wiltz, 2020; Namazkhan, Albers, & Steg, 2020). Demographic factors involve the characteristics of a population, such as age, gender and marital status (Longley, 2020). Previous studies have revealed that demographic factors promote and motivate knowledge-sharing practices of researchers (Lawal, Oriogu, & Ogbuiyi, 2017; Pangil & Nasurudin, 2008; Tan & Trang, 2017). Demographic factors are used in defining the behaviour of a particular group within a population, and knowledge sharing is a factor in this regard (Simha & Wiltz, 2012).

Knowledge sharing plays an important role in optimising the overall effectiveness and competitiveness of the outputs of academics (Akosile & Olatokun, 2020). However, despite having enabling environment and tools which could help to better promote effective knowledge-sharing practices among academics, academics are not usually willing to share knowledge voluntarily with their colleagues, owing to lack of trust, individual differences, and personal encounters within their environment (Mutahar et al., 2022). Although demographic factors have a role to play in the knowledge sharing of academics, the success of the process will depend on the academics’ personality and demographic factors.

Furthermore, previous studies on knowledge sharing by academics focused either on personality traits and knowledge-sharing practice (Keshavarz, 2022; Lin, Hsieh, & Lian, 2018; Lofti et al., 2016; Manaf & Marzuki, 2014; Xiaoyan, Liren, & Yasir, 2019) or on demographical factors and knowledge-sharing practice (Boateng, Dzandu, & Agyemang, 2015; Ismail & Yusof, 2009; Lawal, Oriogu, & Ogbuiyi, 2017). Besides, the literature linking together the aforementioned variables is scarce. A clear understanding of the drivers of knowledge-sharing practices may be helpful in devising strategies to make academics share knowledge voluntarily with fellow academics, thereby promoting academic excellence and attainment of global recognition of their universities. It is against this background that this study examined the influence of personality traits and demographic factors on knowledge-sharing practice of academics in the University of Ilorin, Ilorin, Nigeria.

2. Review of Related Literature

2.4 Theoretical framework

This study is anchored to the Social Exchange Theory. The theory argues that social behaviour, in this case knowledge-sharing practices of academics, is the result of an exchange process. The purpose of this exchange is to maximise benefits and minimise cost (Cherry, 2023). People (academics) will interact with others (academics) based on a self-interest appraisal of the costs and benefits of their action (knowledge-sharing practice). Consequently, they tend to maximise the benefits of their actions (which may not be tangible) with an expectation of future reciprocity, and minimise the cost when knowledge is being shared. Thus, all human interactions are exchange of values, whereby someone (an academic) benefits and the other party bears the cost of the exchange (Razak et al., 2016).

The Social Exchange Theory (SET) is relevant to this study because the theory has been found to play important roles in building and maintaining relationship for knowledge-sharing among team members in organisations. Thus, examining the influence of personality traits and demographic factors on knowledge-sharing practices of academics in University of Ilorin, Nigeria is of great significance. Through, the Social Exchange Theory, this study tries to fill the knowledge gap by examining the influence of personality traits and demographic factors on knowledge-sharing practice of academics in a university setting. On this note, the conceptual framework for the study is shown in Fig 1.

Fig. 1.

Conceptual framework of knowledge management practices of academicsSource: Self-constructed

3. Methodology

The population for this study comprised all the One thousand, five hundred and six (1,506) lecturers in the fifteen (15) faculties in the University of Ilorin, Nigeria. The survey research design of the correlational type was used for the study. The stratified random sampling technique was adopted in selecting the faculties, departments and academics used. A sampling fraction of 20% was used to select the respondents from each department in each of the faculties, giving a total sample size of Two hundred and ten (210) academics. This is consistent with Smart Methodology (2012), as cited in Ogunwuyi (2017), which allows for equal representation of the study sample. A questionnaire titled Personality traits, demographic factors and knowledge-sharing practice of academics (PTDFKSPA) was used for data collection.

The questionnaire was divided into four main parts. Part 1 measured the demographic factors of the respondents. It was a six-item scale. It requested information on age, gender, designation, marital status, years of work experience and educational qualifications of the respondents. Part 2 measured personality traits of the respondents. It was a ten-item personality traits scale developed by Gosling, Rentfrow, and Swann, Jr. (2003). Examples of the items are “I see myself as extraverted, enthusiastic”, “I see myself as open to new experiences, complex” and “I see myself as reserved, quiet”. It was measured on a four-point Likert scale, ranging from strongly agree (SA= 4) to strongly disagree (SD = 1). The scale had a Cronbach’s alpha reliability coefficient of 0.70. Part 3 measured types of knowledge shared by academics. It was made up of seventeen-item statements on types of knowledge shared by academics in the University of Ilorin, Ilorin, Nigeria. It was measured on a four-point Likert scale, ranging from strongly agree (SA= 4) to strongly disagree (SD = 1). Part 4 measured knowledge-sharing practices among academics. It was made up of ten-item statements on knowledge-sharing practices among academics in the University of Ilorin, Ilorin, Nigeria. Example of the items are “willingness to share my knowledge freely with colleagues”, “I use available channels to share my knowledge with colleagues”, “I collaborate with colleagues to promote knowledge sharing”. It was measured on a four-point Likert scale, ranging from strongly agree (SA = 4) to strongly disagree (SD = 1). The scale had a Cronbach’s alpha reliability coefficient of 0.75. The items in each of the sections were informed by the literature and some relevant instruments used in previous studies.

Copies of the questionnaire for the study were administered by the researchers to the selected academics in the eleven (11) faculties sampled, with the assistance of four trained research assistants. The questionnaire administration and retrieval lasted four weeks. The participants’ consent was sought through the introduction letter attached to the questionnaire. Out of the 210 copies of the questionnaire administered, 181 were duly filled and returned, giving a response rate of 86%. The Statistical Products for Service Solution (SPSS) version 25 Software was used for data analysis. Hypotheses One and Two were tested using simple correlation analysis-Pearson’s Product Moment Correlation Method. Hypothesis Three was tested using regression analysis. For all the statistical tests, an alpha level of 0.05 was used.

4. Results and Discussion of the findings

In this section, the results and discussion of the findings from the study were presented starting with the demographic profiles of the respondents as presented in Table 1.

Table 1.

Distribution of demographic data of the respondents

Table 1 reveals the demographic profiles of the respondents. Most of the respondents were females. Their ages ranged from 25 years to more than 55 years (x̄ = 44.19, SD = 9.92). The majority of the respondents were from the Faculty of Education. With regard to designation, the range was from Graduate Assistant/Assistant Lecturer to the professorial cadre. Their educational qualification ranged from Bachelor to Ph.D. Finally, their years of work experience ranged from one (1) year to more than thirty-one (31) years.

Table 2 presents Pearson’s Product Correlation between personality traits and knowledge-sharing practices of academics.

Table 2.

Correlation between personality traits and knowledge-sharing practices

Table 2 shows that there was a significant relationship between the personality traits of conscientiousness (r =.156, p (.036) < 0.05); neuroticism (r =.179, p (.016) < 0.05), extraversion (r = .206, p (.005) < 0.05), and agreeableness (r = .302, p (.001) < 0.05) and knowledge-sharing practices of the respondents. Conversely, there was no significant relationship between openness to experience (r =-.012, p (.873) >.05) and knowledge-sharing practice of the respondents.

Table 3 presents Pearson’s Product Correlation between demographic factors and knowledge-sharing practice of academics.

Table 3.

Correlation between demographic factors and knowledge-sharing practices

Table 3 indicates that there was a significant relationship between knowledge-sharing practice and demographic factor of designation (r = .165*, p (.027) <.05) of the respondents. That is, designation correlated with knowledge-sharing practice. On the contrary, there was no significant relationship between the demographic factors of gender (r = .013, p (.866) >.05), age (r = .084, p (.260) <.05), marital status (r = .066, p (.376) <.05), educational qualifications (r = .048, p (.519) >.05), years of work experience (r = .012, p (.873) > .05) and knowledge-sharing practices of the respondents. That is, there was no correlation between demographic factors of gender, age, marital status, educational qualification, years of work experience and knowledge-sharing practices of academics in the University of Ilorin, Nigeria.

Table 4 presents regression analysis on the relationship between personality traits, demographic factors and knowledge-sharing practice of the respondents.

Table 4.

Regression analysis on the relationship between personality traits, demographic factors, and knowledge-sharing practices of the respondents

As shown in Table 4, personality traits and demographic factors had significant multiple relationships with knowledge-sharing practices of the respondents (R = 0.212, p < 0.05). Also, personality traits and demographic factors jointly contributed to knowledge-sharing practice of the academics (F = 4.21, df = 2; 178, p < 0.05).

Table 5 presents the relative contribution of personality traits and demographic factors to knowledge-sharing practice of academics.

Table 5.

Relative contribution of personality traits and demographic factors to knowledge-sharing practice of the respondents

Table 5 reveals that personality traits (β =-.195, p < .05) and demographic factors (β = .116, p < .05) were significant. This implies that personality traits could significantly and independently influence knowledge-sharing practices of the respondents, but demographic factors could not.

5. Conclusion

Knowledge sharing is a core component of all knowledge management (KM) processes in organisations such as universities, whose growth is determined by the knowledge produced by its academics. This study has established the relationship between personality traits, demographic factors and knowledge-sharing practices of academics in the University of Ilorin, Nigeria. This research has contributed to the existing knowledge by examining personality traits, demographic factors and knowledge-sharing practices among academics. It has generated insights that might help university administrators develop and initiate programmes that could promote knowledge sharing in universities. This would assist them to improve collaborative learning and research in universities, and contribute to organisational effectiveness, performance, innovativeness, capability, global ranking and visibility.

Knowledge-sharing practices can only be promoted through motivation and encouragement. University administrators should design training programmes to help develop conscientiousness, extraversion, agreeableness and neuroticism among the academic staff to encourage knowledge sharing. Also, some socio-economic reward systems that would motivate academics to share their knowledge with others should be introduced.

These results would also help the Human Resource department during the recruitment of academics. Exposing applicants to personality test would help university administrators identify the personality traits that might impact knowledge sharing. This, in the long run, would translate to improvement in the nature and quality of research outputs and the global ranking of the institution.

6. Implications of the Findings

This study is one of the few that have focused on how personality traits and demographic factors would influence knowledge-sharing practices of academics in Nigeria. Thus, contributing to the literature from academics’ perspective, thereby enriching personality cum knowledge sharing literature in general and Library and Information Science in particular. Other researchers are encouraged to beam their research light on personality traits of whichever study population they which to study. This goes a long way to extend the frontiers of knowledge in this area. The study highlighted the importance of personality traits and demographic factors’ contribution towards knowledge-sharing practices. Such understanding would be helpful for Human Resources managers, university administrators and policy makers in the education sector to improve on the recruitment procedures of employees and new graduates to fit into career jobs; ensure a diverse range of skills and attributes in the university settings as well as carrying out various organisational activities, and to promote knowledge-sharing practices among lecturers. Above all, to promote knowledge-sharing practices effectively, the university management ought to provide academics based on observed personality traits.

Moreso, in terms of knowledge-sharing practices, the individual with the personality traits of extraversion, agreeableness, conscientious and neuroticism are ready and willing to share knowledge more than ‘openness to experience’ personality. It is therefore necessary to place more priority on individuals that exhibit ‘openness to experience’ personality trait when assigning responsibility for them to perform because occasion will arise for them to share knowledge in form of contributing their personal knowledge and gather knowledge from colleagues.

The findings of the study provide significant implications for Human Resources managers in education organisations and university education policymakers to improve their recruitment procedures of employees and new education entrants (future graduates) to fit academic career jobs and university duties.

References

• Abou-Shouk, M., Zoair, N., Aburumman, A., & Abdel-Jalil, M. (2022). The effect of personality traits and knowledge-sharing on employees’ innovative performance: A comparative study of Egypt and Jordan. Tourism Management Perspectives, 44, 101024. [https://doi.org/10.1016/j.tmp.2022.101024]
• Adkins, S. H., Anderson, K. N., Goodman, A. B., Twentyman, E., Danielson, M. L., Kimball, A., Click, E. S., Ko, J. Y., Evans, M. E., Weissman, D. N., Melstrom, P., Kiernan, E., Krishnasamy, V., Rose, D. A., Jones, C. M., King, B. A., Ellington, S. R., Pollack, L. A., Wiltz, J. L., & Lung Injury Clinical Taskforce and the Lung Injury Epidemiology/ Surveillance (2020). Demographics, substance use behaviours, and clinical characteristics of adolescents with e-Cigarette or vaping, product use-associated lung Injury (EVALI) in the United States in 2019. JAMA Pediatrics, 174(7), e200756. [https://doi.org/10.1001/jamapediatrics.2020.0756]
• Akbar, A., Malik, A., & Warraich, N. F. (2023). Big five personality traits and knowledge sharing intentions of academic librarians. The Journal of Academic Librarianship, 49(2), 102632. [https://doi.org/10.1016/j.acalib.2022.102632]
• Akosile, A., & Olatokun, W. M. (2020). Factors influencing knowledge sharing among academics in Bowen University, Nigeria. Journal of Librarianship and Information Science, 52(2), 410-427. [https://doi.org/10.1177/0961000618820926]
• Alhawary, F. A., Abu-Rumman, A. H., & Alshamaileh, M. O. (2017). Determinant factors of knowledge sharing among academic staff in the Jordanian universities. European Journal of Social Sciences, 55(4), 415-426. https://www.europeanjournalofsocialsciences.com/issues/PDF/EJSS_55_4_04.pdf
• Al-Kurdi, O. F., El-Haddadeh, R., & Eldabi, T. (2020). The role of organisational climate in managing knowledge sharing among academics in higher education. International Journal of Information Management, 50, 217-227. [https://doi.org/10.1016/j.ijinfomgt.2019.05.018]
• Anwar, C. M. (2017). Linkages between personality and knowledge sharing behaviour in workplace: Mediating role of affective state. Ekonomika Management, XX(2), 102-115. [https://doi.org/10.15240/tul/001/2017-2-008]
• Anyaogu U., & Mabawoku, I. (2014). Demographic variables as correlates of lecturers’ research productivity in faculties of law in Nigerian universities. DESIDOC Journal of Library & Information Technology, 34(6), 505-510. [https://doi.org/10.14429/djlit.34.6.7962]
• Ayodele, F. O., Liu, Y., Hasnah, B. H., & Sui, H. J. (2016). Review on knowledge sharing: Barriers and motivations. In: Proceedings of the National Conference for Postgraduate Research (pp. 225-237), 24-25. September. Universiti Malaysia Pahang, Pekan, Pahang. https://core.ac.uk/download/pdf/159190885.pdf
• Ayub, M. U., Kanwal, F., & Kausar, A. R. (2019). Developing knowledge creation capability: The role of big-five personality traits and transformational leadership. Pakistan Journal of Commerce and Social Science, 13(1), 30-61. https://www.econstor.eu/bitstream/10419/196186/1/4327.pdf
• Baig, N. U., & Waheed, A. (2016). Significance of factors influencing online knowledge sharing: A study of higher education sector in Pakistan. Pakistan Journal of Commerce and Social Sciences, 10(1), 1-26. https://www.econstor.eu/bitstream/10419/188238/1/pjcss277.pdf
• Boateng, H., Dzandu, M. D., & Agyemang, F. G. (2015). The effects of demographic variables on knowledge sharing. Library Review, 64(3), 216-228. [https://doi.org/10.1108/LR-07-2014-0080]
• Brouwer, J., & Jansen, E. (2019). Beyond grades: Developing knowledge sharing in learning communities as a graduate attribute. Higher Education Research and Development, 38(2), 219-234. [https://doi.org/10.1080/07294360.2018.1522619]
• Cherry, K. (2023, May 8). Understanding social exchange theory in psychology. http://www.verywellmind.com/what-is-social-exchange-theory-2795882
• Chidiezie-Chineke, J. I., Nwagwu, J., & Onwusonye, E. S. (2019). Some demographic variables and knowledge sharing behaviour of lecturers in universities in South-east zone, Nigeria. Global Journal of Educational Foundation, 7(2), 488-493. https://www.globalscienceresearchjournals.org/articles/some-demographic-variables-and-knowledge-sharing-behaviour-of-lecturers-in-universities-in-southeast-zone-nigeria.pdf
• Chikono, A. N. (2018). Sharing of knowledge practices amongst academics at the Zimbabwe Open University. https://uwcscholar.uwc.ac.za/handle/11394/6426
• Chrapek, E. (2021). Relationship between personality traits and knowledge sharing among IT industry employees working remotely in Poland. European Conference on Knowledge Management; Kidmore, England. [https://doi.org/10.34190/EKM.21.197]
• Dei, D. G. J., & Van der Walt, T. B. (2020). Knowledge management practices in universities: The role of communities of practice. Social Science and Humanities Open, 2(1), 100025 [https://doi.org/10.1016/j.ssaho.2020.100025]
• Fagbola, O. O., & Popoola, S. O. (2015). A survey of determinants of decision-making by managers in the Aviation industry in Nigeria. Information and Knowledge Management, 5(12), 60-73. https://www.iiste.org/Journals/index.php/IKM/article/view/27813
• Farrukh, M., Sajid, M., Zreen, A., & Khalid, R. (2020). Knowledge sharing in higher education institutes: An empirical investigation of individual characteristics. Journal of Applied Research in Higher Education, 12(2), 311-329. [https://doi.org/10.1108/JARHE-11-2018-0228]
• Gosling, S. D., Rentfrow, P. J., & Swann, W. B. Jr (2003). A very brief measure of the big five personality domains. Journal of Research in Personality, 37(6), 504-528. [https://doi.org/10.1016/S0092-6566(03)00046-1]
• Grubić-Nešić, L., Matić, D., & Mitrović, S. (2015). The influence of demographic and organisational factors on knowledge sharing among employees in organisations. Technical Gazette, 22(4), 1005-1010. [https://doi.org/10.17559/TV-20141216213746]
• Gupta, B. (2008). Role of personality in knowledge sharing and knowledge acquisition behaviour. Journal of the Indian Academy of Applied Psychology, 34(1), 143-149. https://jiaap.in/wp-content/uploads/2008/02/17.pdf
• Herlina, M. G., Saroso, H., Lasmy, D. S., & Syahchari, D. H. (2019). Demographic factors and Indonesian knowledge management behaviours in service industries. International Journal of Innovation, Creativity and Change, 10(9), 11-22. https://www.ijicc.net/images/vol10iss9/10902_Herlina_2019_E_R.pdf
• Hsu, I. C. (2008). Knowledge-sharing practices as a facilitating factor for improving organisational performance through human capital: A preliminary test. Expert Systems with Applications, 35(3), 1316-1326. [https://doi.org/10.1016/j-eswa.2007.08.012]
• Iqbal, M. S., Ishaq, M. A., Akram, A., & Habibah, U. (2020). Personality traits predicting knowledge hiding behaviour: Empirical evidence from academic institutions of Pakistan. Business Information Review, 37(4), 154-166. [https://doi.org/10.1177/0266382120969307]
• Ismail, M. B., & Yusof, Z. M. (2009). Demographic factors and knowledge sharing quality among Malaysian government officers. Communication of the IBIMA, 9, 1-8. https://ibimapublishing.com/articles/CIBIMA/2009/385564/385564.pdf
• Janus, S. S. (2016). Becoming a knowledge-sharing organisation: A handbook for scaling up solutions through knowledge capturing and sharing. World Bank, Washington, DC. http://hdl.handle.net/10986/25320, License: CC BY 3.0 IGO
• Keshavarz, H. (2022). Personality factors and knowledge sharing behaviour in information services: The mediating role of information literacy competencies. Vine Journal of Information and Knowledge Management Systems, 52(2), 186-204. [https://doi.org/10.1108/VJIKMS-05-2020-0095]
• Kuruppuge, R. H., Gregar, A., Jayawardena, C., & Kudláček, L. (2018). Demographic, individual, job diversities and knowledge sharing: A study of enterprising family businesses. Foundations of Management, 10(1), 271-282. [https://doi.org/ 10.2478/fman-2018-0021]
• Landolfi, A., Barattucci, M., & Presti, A. L. (2020). A time-lagged examination of the Greenhaus and Allen work-family balance model. Behavioural Science, 10(9), 140-159. [https://doi.org/10.3390/bs10090140]
• Lawal, F. M., Oriogu, C. D., & Ogbuiyi, S. U. (2017). Influence of demographic factors on knowledge sharing among researchers in selected research institutes in Ibadan, Nigeria. Journal of Information and Knowledge Management, 8(2), 63-76. [https://doi.org/10.4314/iijikm.v8i2.6]
• Lim, A. G. Y (2023, December 23). The big five personality traits: The 5-factor model of personality. Simply psychology, http://www.simplypsychology.org/big-five-personality.html, [Blog]
• Lin, K., Hsieh, Y., & Lian, W. (2018). Knowledge sharing and personality traits moderated by transformational leadership. Human Systems Management, 37(1), 67-80. [https://doi.org/10.3233/HSM-171615.10.3233/HSM-171615]
• Lofti, M., Muktar, S. N., Ologbo, A. C., & Chiemeke, K. C. (2016). The influence of the big five personality traits dimension on knowledge sharing behaviour. Mediterranean Journal of Social Sciences, 7(1 S1), 241-250. https://www.richtmann.org/journal/index.php/mjss/article/view/8742
• Longley, R. (2020). What is demographic? Definition, usage, examples in advertising. https://www.thoughtco.com/what-are-demographics-and-how-are-they-used-38513
• Maheshwari, B., Sarrion, M., Motiani, M., O’Sullivan, S., & Chandwani, R. (2021), Exploration of factors affecting the use of Web 2.0 for knowledge sharing among healthcare professionals: An Indian perspective. Journal of Knowledge Management, 25(3), 545-558. [https://doi.org/10.1108/JKM-02-2020-0105]
• Manamela, B. E. (2018). Knowledge-sharing practices by legal information professionals at Hogen Lovells: Law firm in South Africa and England. University of South Africa, Pretoria. http://hdl.handle.net/10500/24389
• Matzler, K., Renzl, B., Müller, J., Herting, S., & Mooradian, T. A. (2008). Personality traits and knowledge sharing. Journal of Economic Psychology, 29(3), 301-313. [https://doi.org/10.1016/j.joep.2007.06.004]
• Montcalm, A. (2013). Organisational knowledge sharing practices. http://etec.ctlt.ubc.ca
• Muafi, M. (2020). A nexus among strategic orientation, social network, knowledge sharing, organisational innovation, and MSMEs performance. The Journal of Asian Finance, Economics and Business, 7(6), 327-338. [https://doi.org/10.13106/JAFEB.2020.VOL7.NO6.327]
• Mutahar, Y., Farea, M. M., Abdulrab, M., Al-mamary, Y. H., Alfalch, A. A., & Grada, M. (2022). The contribution of trust to academic knowledge sharing among academics in the Malaysian research institutions. Cogent Business and Management, 9(1), 1-16. [https://doi.org/10.1080/23311975.2022.2038762]
• Namazkhan, M., Albers, C., & Steg, L. (2020). A decision tree method for explaining household gas consumption: The role of building characteristics, socio-demographic variables, psychological factors, and household behaviour. Renewable and Sustainable Energy Reviews, 119(109542). [https://doi.org/10.1016/j.rser.2019.109542]
• Obrenovic, B., Du, J., Godinić, D., & Tsoy, D. (2022). Personality trait of conscientiousness impact on tacit knowledge sharing: The mediating effect of eagerness and subjective norm. Journal of Knowledge Management, 26(5), 1124-1163. [https://doi.org/10.1108/JKM-01-2021-0066]
• Odunewu, A. O., & Haliso, Y. (2019). Knowledge sharing behaviour and librarians job performance in Nigerian universities. Library Philosophy and Practice (e-Journal). https://digitalcommons.unl.edu/libphilprac/2396
• Ogunwuyi, B. O. (2017). Emotional intelligence, media improvisation and self-efficacy as determinants of media resources utilisation among lecturers in Colleges of Education in the South-West, Nigeria. (Doctoral thesis, University of Ibadan, Nigeria).
• Omar, A. S. H., & Adruce, A. Z. S. (2017). The role of demographic variables on knowledge sharing behaviour among academicians. Journal of Telecommunication Electronic and Computer Engineering, 9(3), 111-114. https://jtec.utem.edu.my/jtec/article/view/3193
• Osman, S., Kamal, S. N. M., Ali, M. N., Noor, J. M. M., WahiAnuar, M. A., & Othman, R. (2015). Mechanisms of knowledge sharing among undergraduate students in UiTM Johor. Procedia Economics and Finance, 31, 903-908. [https://doi.org/10.1016/S2212-5671(15)01189-2]
• Oyenuga, O. G., Adebiyi, S. O., Mustapha, D. O., & Abimbola, B. O. (2019). Assessment of knowledge sharing determinants in the Nigeria universities using analytic network process. Journal on Efficiency and Responsibility in Education and Science, 12(3), 84-102. [https://doi.org/10.7160/eriesj.2019.120303]
• Pangil, F., & Nasurudin, A. M. (2008). Demographic factors and knowledge sharing behaviour among R & D employees. https://soc.uum.edu.my/kmice/proceedings/2008/pdf/128-133-CR84.pdf
• Rahman, M. S., Daud, N. M., & Raman, M. (2018). Knowledge sharing behaviour among non-academic staff in higher learning institutes: The role of trust and perceived risk. Knowledge Management and E-Learning, 10(1), 113-124. [https://doi.org/10.34105/j.kmel.2018.10.007]
• Rahman, M. S., Mannan, M., Hossain, M. A., Zaman, M. H., & Hassan, H. (2018). Tacit knowledge- sharing behaviour among the academic staff. International Journal of Educational Management, 32(5), 761-782. [https://doi.org/10.1108/IJEM-08-2017-0193]
• Raza, S. A., & Shah, N. (2017). Influence of the big five personality traits on academic motivation among higher education students: Evidence from developing nation. MPRA paper 87136, University Library of Munich, Germany. https://mpra.ub.uni-muenchen.de/87136/MPRA_paper_87136.pdf
• Razak, N. A., Pangil, F., Zin, M. L. M., Yunus, N. A. M., & Asnawi, N. H. (2016). Theories of knowledge sharing behaviour in business strategy. Procedia Economics and Finance, 37, 545-553. http//doi.org/10.1016/S2212-5671(16)30163-0.
• Salkind, N. J. (Ed.). (2010). Encyclopedia of research design. Volume 2. California: Sage Publications Inc.
• Sciencedirect.com (2024). Personality traits: Definition. https://www.sciencedirect.com/topics/social-sciences/personality-trait
• Shahid, Q., & Naveed, M. A. (2020). Knowledge sharing behaviour of academicians in Pakistan. Library Philosophy and Practice (e-Journal). https://digitalcommons.unl.edu/libphilprac/3986
• Shaukat, R., Ahmad, S., Naveed, M. A., & Rehman, S. U. (2023). Impact of personality traits on knowledge sharing behaviour of academicians: A case of University of Sargodha, Punjab, Pakistan. Sage Open, 13(1). [https://doi.org/10.1177/21582440231160984]
• Simha, A., & Cullen, J. B. (2012). Academic dishonesty and cheating: Proactive and reactive action implication for faculty and students. In C. Wankel & A Stachowicz-Stanusch (Eds.). Handbook of research on teaching ethics in business and management education, 473-492. IGI Global. [https://doi.org/10.4018/978-1-61350-510-6.ch027]
• Skaik, H. A., & Othman, R. (2014). Determinants of knowledge sharing behaviour among academics in United Arab Emirates. International Journal of Knowledge and Systems Science, 5(3), 54-70. [https://doi.org/10.4018/ijkss.2014070105]
• Surayadi, D. F., Muis, M., Taba, I., & Hakim, W. (2022). Personality and knowledge-sharing behaviour among students at Stie YPUP Makassar. Journal of International Conference Proceedings, 5(2), 184-190. [https://doi.org/10.325.35/jicp.v5i2.1683]
• Tahleho, T. E. (2016). Improving service delivery at the National University of Lesotho Library through knowledge sharing. (Doctoral thesis, University of South Africa, Pretoria). http://hdl.handle.net/10500/21730
• Tan, C. N. L. (2016). Enhancing knowledge sharing and research collaboration among academics: The role of knowledge management. High Education, 71, 525-556, [https://doi.org/10.1007/s10734-015-9922-6]
• Tan, T. L., & Trang, D. T. D. (2017). The effects of demographic variables on knowledge sharing behaviour. Jurnal Ekonomi Bisnis, 22(2), 107-116. https://media.neliti.com, .
• Teh, P. L., Yong, C. C., Chong, C. W., & Yew, S. Y. (2011). Do the big five personality factors affect knowledge sharing behaviour? A study of Malaysian universities. Malaysian Journal of Library and Information Science, 16(1), 47-62.
• Thomas, A., & Gupta, V. (2022). The role of motivation theories in knowledge sharing: An integrative theoretical reviews and future research agenda. Kybernetes, 51(1), 116-140. [https://doi.org/10.1108/K-07-2020-0465]
• Tien, C. H. (2018). Demographic variables in knowledge sharing behaviour among IT Engineers in Taiwan. ICISS ’18: Proceedings of the 1st International Conference on Information Science and Systems, pp. 69-74. [https://doi.org/10.1145/3209914.3209924]
• Tus, J. (2019). The impact of the personality traits on the academic achievement of the senior high school students. Journal of Global Research in Education and Social Science, 13(6), 208-212. [https://doi.org/10.6084/m9.figshare.12250409.v1]
• Van Greunen, C., Venter, E., & Sharp, G. (2019). Knowledge-sharing intention in knowledge-intensive organisations: The influence of personality traits. Management Dynamics, 28(2), 2-13. https://journals.co.za.pdf
• Veer-Ramjeawon, P., & Rowley, J. (2020). Embedding knowledge management in higher education institutions (HEIs): A comparison between two countries. Studies in Higher Education, 45(11), 2324-2340. [https://doi.org/10.1080/03075079.2019.1608431]
• Wiggins, S. (2021, July 29). Knowledge sharing demystified. https://www.stravito.com/resources/knowledge-sharing-dymystified-amp-true, [Stravito Blog]
• Wu, M. Y., & Lin, S. H. (2017). Investigating the intension to share knowledge in virtual communities based on the five-factor model. International Journal of Social Science and Economic Research, 2(8), 4103-4113.
• Xiaoyan, W., Liren, A., & Yasir, N. (2019). Study on the relationship between personality and knowledge sharing behaviour based on moderating knowledge governance situation. Religación, 4(17), 19-30. https://revista.religacion.com/index.php/religacion/article/view/353